LESSONS

The Prohuman Grade 6 curriculum is aligned to two sets of standards: Common Core State Standards for English Language Arts and Character and Social Emotional Development (CSED) National Guidelines. The full collection of units introduces all nine of the prohuman character strengths: optimism, grit, gratitude, curiosity, courage, compassion, fairness, understanding, and humanity. In Unit 2, Lesson 1, “Learning Grit from Literature,” students will learn examples of grit from a classic work of young adult literature, The Giver by Lois Lowry. Students will practice their critical thinking and writing skills by answering questions about the text. Additionally, students will practice their conversation skills by sharing their thoughts about the book with classmates. SUGGESTED TIME: The Giver by Lois Lowry is 23 chapters and 225 pages. The suggested reading assignment is 2 chapters per day for either in-class silent reading or homework. With this schedule, students will complete the book in 12 in-class reading sessions or 12 homework sessions. Students should complete the short-answer questions on the worksheet as they read the book. Allow at least 50 minutes for in-class discussion of the short-answer questions on the worksheet. RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Read a classic work of young adult literature Identify and analyze the book’s central ideas Identify and analyze the book’s genre, point of view, characters, setting, and plot Write answers to questions about the book, demonstrating understanding of standard English sentence structure and grammar Engage effectively in collaborative discussions about the book REQUIRED MATERIALS: Video: The Giver - official film trailer on Rotten Tomatoes Trailers (~2:30) Book: The Giver by Lois Lowry Prohuman Grade 6 Unit 2 Worksheet 1: Learning Grit from Literature ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. CCSS.ELA-Literacy.RL.6.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. CCSS.ELA-Literacy.RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone CCSS.ELA-Literacy.RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. CCSS.ELA-Literacy.RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text. CCSS.ELA-Literacy.RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.6.1.A Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. CCSS.ELA-Literacy.SL.6.1.B Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. CCSS.ELA-Literacy.SL.6.1.C Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. CCSS.ELA-Literacy.SL.6.1.D Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. CCSS.ELA-Literacy.L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Moral Character A2 Understand and explain why it’s important to do the right thing, even when no one is looking Moral Character A3 List and explain the reasons why people sometimes lie, steal, or cheat (e.g., “everybody is doing it”) Moral Character A4 Understand and explain why the expression “to get along, go along” may prevent some people from being an “active bystander” Moral Character A6 List and explain the reasons why people sometimes do not care or help others Performance Character A6 Describe a role model who demonstrates a positive attitude, effort, and grit Civic Character A2 Explain why friends have a responsibility to speak up or take action to prevent or stop others from engaging in disrespectful, dangerous, harmful, or illegal conduct Civic Character A4 Explain why protest and civil disobedience are essential to the democratic process Civic Character A6 Explain what the “common good” means and offer examples Civic Character B2 Describe how a role model challenged an unjust law Social-Awareness A1 Experience and demonstrate empathy Social-Awareness A3 Demonstrate respect for other people’s opinions and perspectives Social-Awareness A5 Practice “perspective taking” as a strategy to strengthen your acceptance of others Social-Awareness A6 Demonstrate awareness and understanding that despite differences, all people have similar needs, feelings and wants Interpersonal/ Relationship Skills A5 Understand and practice positive collaboration and cooperation skills (e.g., teamwork) Responsible and Ethical Decision-Making A3 Write about and share a principle you want to live by that you learned from a family member, book, movie, or personal experience LESSON PROCEDURE Step 1: Introduce the book, The Giver by Lois Lowry, by stating that it is a classic work of young adult literature published in 1993. Tell students there was a 2014 film made based on the book. Play the video: The Giver – official film trailer on Rotten Tomatoes Trailers (~2:30) Step 2: Have students complete the book, either through multiple in-class silent reading sessions or as homework. Students should complete the short-answer questions on the worksheet as they read the book. Step 3: Allow at least 50 minutes for in-class discussion of the worksheet questions. EXTENSION ACTIVITIES - SUGGESTIONS Play The Giver film (2014) by Lionsgate (Rated PG-13; running time 1 hour 37 minutes). Ask students about the differences between the book and the film. Why do they think the writers of the film script made the choices they made? Ask students if the book or the film made a greater impact on them and to explain their reasons. Talk with your students about times you have seen people demonstrating grit. You could give examples of family, friends, and/or historical or current public figures. Talk with your students about times you have demonstrated grit, despite hardships. GRADE 6 UNIT 2 WORKSHEET 1: LEARNING GRIT FROM LITERATURE Vocabulary Active bystander: I take responsible action to help people in need instead of remaining passive and becoming complicit. Grit: I keep trying to reach my goals even when it is hard. I don’t give up. QUESTIONS TO ANSWER WHILE READING The Giver by Lois Lowry: Discuss three ways the society of this book is different from our society. From Chapters 11 to 15, we learn about Sameness. What is Sameness? In Chapter 12, on page 124, Jonas and the Giver discuss Sameness. How does the desire to be safe play a role in Sameness? What does the community see as the benefits of the Sameness? What are some of the downsides of Sameness? What is one moral dilemma that Jonas faces? Why does Sameness cause the members of the community to lack grit? How does Jonas show grit? How does Jonas serve as an active bystander? The ending of this book is ambiguous, meaning open to more than one interpretation. What do you think happened at the end of the book? What is a principle you learned from this book that you would like to live by?

History

The Prohuman Grade 6 curriculum is aligned to two sets of standards: Common Core State Standards for English Language Arts and Character and Social Emotional Development (CSED) National Guidelines. The full collection of units introduces all nine of the prohuman character strengths: optimism, grit, gratitude, curiosity, courage, compassion, fairness, understanding, and humanity. In Unit 2, Lesson 2, “Learning Grit from a Nonfiction Text,” students will learn examples of grit from the lives of the first two people to reach the summit of Mount Everest, Edmund Hillary and Tenzing Norgay. Additionally, students will develop their critical thinking skills by answering questions about the text and advance their academic dialogue skills by participating in a class discussion about the book. SUGGESTED TIME: 2-4 class sessions of in-class independent reading or 2-4 homework assignments to complete the book, Everest: The Remarkable Story of Edmund Hillary and Tenzing Norgay by Alexandra Stewart (Author), Joe Todd-Stanton (Illustrator). The book is in 4 parts and 64 pages Students should complete the worksheet questions as they read the book Please allow 50 minutes of class time for both small group and all-class discussions of the worksheet questions. RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Read a nonfiction text and demonstrate understanding of the central ideas Determine the author’s purpose in the text Compose short answers to questions, demonstrating comprehension of the word grit Demonstrate understanding of standard English sentence structure and grammar Practice reading and conversation skills by sharing sentences with classmates REQUIRED MATERIALS: Video: First people to climb Everest - Witness History, BBC World Service by BBC World Service (~2 min) Book: Everest: The Remarkable Story of Edmund Hillary and Tenzing Norgay by Alexandra Stewart (Author), Joe Todd-Stanton (Illustrator) Prohuman Grade 6 Unit 2 Worksheet 2: Learning Grit from a Nonfiction Text ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. CCSS.ELA-Literacy.RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). CCSS.ELA-Literacy.RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. CCSS.ELA-Literacy.RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. CCSS.ELA-Literacy.RI.6.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the text. CCSS.ELA-Literacy.RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. CCSS.ELA-Literacy.RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-Literacy.W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.6.1.A. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion CCSS.ELA-Literacy.SL.6.1.C Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. CCSS.ELA-Literacy.SL.6.1.D Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. CCSS.ELA-Literacy.L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Performance Character A6 Describe a role model who demonstrates a positive attitude, effort, and grit Performance Character B6 Present evidence to demonstrate your grit Social-Awareness A1 Experience and demonstrate empathy Social-Awareness A3 Demonstrate respect for other people’s opinions and perspectives Responsible and Ethical Decision-Making A3 Write about and share a principle you want to live by that you learned from a family member, book, movie, or personal experience LESSON PROCEDURE Step 1: Ask the class what they know about Mt. Everest and write answers on the board. Explain that we will be reading a book about the first two people who climbed to the summit of Mt. Everest: Edmund Hillary and Tenzing Norgay. Play the video: First people to climb Everest - Witness History, BBC World Service by BBC World Service (~2 min) Step 2: Have students read the book, either as a series of in-class reading assignments or for homework: Everest: The Remarkable Story of Edmund Hillary and Tenzing Norgay by Alexandra Stewart (Author), Joe Todd-Stanton (Illustrator). Students should complete the worksheet questions as they read the book. Step 3: Invite students to contribute to a class discussion about the worksheet questions. GRADE 6 UNIT 2 WORKSHEET 2: LEARNING GRIT FROM A NONFICTION TEXT Vocabulary Grit: I keep trying to reach my goals even when it is hard. I don’t give up. Diplomacy: The practice of maintaining peaceful relationships between nations, groups, or individuals while promoting their interests and relations. QUESTIONS TO ANSWER WHILE READING Everest: The Remarkable Story of Edmund Hillary and Tenzing Norgay by Alexandra Stewart (Author), Joe Todd-Stanton (Illustrator): What is significant about Mt. Everest, and what are three facts that make climbing it difficult? How did Edmund Hillary show grit while growing up? How did Tenzing Norgay show grit while growing up? What is a sherpa and what do they do? What is a sirdar and what do they do? Why was a whole team of people needed for Ed and Tenzing to climb Mt. Everest? What were three different jobs that the support team did? What personal tragedy did Ed experience while helping the Sherpa people, and how did he show grit in continuing his work? What did Tenzing do after climbing Mt. Everest? What is one way that you can show grit in your own life? Write about and share a principle you want to live by that you learned from the lives of Edmund Hillary and/or Tenzing Norgay.

Geography

History

Social Studies

STEM

Nonfiction

Post-WWII

The Prohuman Grade 6 curriculum is aligned to two sets of standards: Common Core State Standards for English Language Arts and Character and Social Emotional Development (CSED) National Guidelines. The full collection of units introduces all nine of the prohuman character strengths: optimism, grit, gratitude, curiosity, courage, compassion, fairness, understanding, and humanity. In Unit 2, Lesson 3, “Writing an Argumentative Essay About Grit and Agency,” students will take a quiz that assesses the extent to which they believe they have agency over their lives. They will then write about how they can improve their agency in one area. Finally, students will write an argumentative essay about the extent to which characters in the novel read in Unit 2 Lesson 1—The Giver by Lois Lowry—show grit and have a sense of agency over their lives. Students will support their claims with textual evidence. SUGGESTED TIME: 50 minutes RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Demonstrate comprehension of the word grit Demonstrate comprehension of the word agency Assess their level of agency Identify specific strategies to improve their agency Write an argumentative essay that provides evidence to support their claims REQUIRED MATERIALS: Prohuman Grade 6 Unit 2 Worksheet 3: Writing an Argumentative Essay About Grit and Agency ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.W.6.1 Write arguments to support claims with clear reasons and relevant evidence. CCSS.ELA-Literacy.W.6.1.A Introduce claim(s) and organize the reasons and evidence clearly. CCSS.ELA-Literacy.W.6.1.B Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. CCSS.ELA-Literacy.W.6.1.C Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. CCSS.ELA-Literacy.W.6.1.E Provide a concluding statement or section that follows from the argument presented. CCSS.ELA-Literacy.W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Performance Character A1 Explain a personal commitment you have made to improve your self-discipline (e.g., planning and managing your time, orderliness, being kind, etc.) Performance Character A5 Explain why goal setting is a character strength Performance Character B6 Present evidence to demonstrate your grit Self-Awareness A4 Describe the techniques you use to challenge or refute your negative thoughts and feelings Self-Management A1 Explain one technique you use to stay confident in stressful or challenging situations (e.g. positive self-talk) LESSON PROCEDURE Step 1: Have students take the Student Agency Self-Assessment. Step 2: Have students answer the follow-up questions on the worksheet. Tell students that their essay will be shared with three classmates for peer review. GRADE 6 UNIT 2 WORKSHEET 3: WRITING AN ARGUMENTATIVE ESSAY ABOUT GRIT AND AGENCY Vocabulary Agency: The force of your free will guided by moral discernment. Grit: I keep trying to reach my goals even when it is hard. I don’t give up. Based on your quiz results, did you have mostly “Agrees,” mostly “Disagrees,” or were you fairly even? Look over the statements you disagreed with and pick just one to work on for now. Why do you feel that way? What is one thing you do to improve your agency in this area? To what extent did most of the characters in the novel we read in Unit 2 Lesson 1—The Giver by Lois Lowry—show strong grit and have a strong sense of agency over their lives? Write a 2-3 page essay response to this question. Include at least three examples from the book to support your argument.

The Prohuman Grade 6 curriculum is aligned to two sets of standards: Common Core State Standards for English Language Arts and Character and Social Emotional Development (CSED) National Guidelines. The full collection of units introduces all nine of the prohuman character strengths: optimism, grit, gratitude, curiosity, courage, compassion, fairness, understanding, and humanity. In Unit 2, Lesson 4, “Peer Review of Essays About Grit and Agency,” students will participate in a peer review of 3 classmates’ essays. Students will write a one-page peer review letter for each student in their group and participate in respectful discussions where they share the successful aspects of their classmates’ writing and provide constructive feedback for revision. SUGGESTED TIME: 1 class period for students to read their peer review group’s writings and write a peer review letter for each classmate (letters they don’t complete in class can be finished as homework); 1 class period for peer review workshops RELATED SUBJECT: English Language Arts LEARNING OUTCOMES: Read classmate’s writing and write a one-page peer review letter to develop assessment and constructive feedback skills Engage in collaborative discussions with peers With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing REQUIRED MATERIALS: Video: What it Means to be a Peer Reviewer by Odyssey Learning Project (~3 min) Prohuman Grade 6 Unit 2 Worksheet 4: Peer Review of Essays About Grit and Agency ELA COMMON CORE STANDARDS MET CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.6.1.B Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. CCSS.ELA-Literacy.SL.6.1.C Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. CCSS.ELA-Literacy.SL.6.1.D Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. CCSS.ELA-Literacy.SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELA-Literacy.SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. CCSS.ELA-Literacy.L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. CCSS.ELA-Literacy.W.6.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET Intellectual Character A4 Understand what it means to be an “active listener” (e.g., intellectual humility) Intellectual Character B2 Practice and receive feedback on the ability to be an “active listener” Intellectual Character B4 Compare and contrast perspectives and defend a position Social-Awareness A3 Demonstrate respect for other people’s opinions and perspectives Social-Awareness A5 Practice “perspective taking” as a strategy to strengthen your acceptance of others Interpersonal/ Relationship Skills A1 Recognize and monitor how your facial expressions, body language, and tone impact your interactions with others Interpersonal/ Relationship Skills A5 Understand and practice positive collaboration and cooperation skills (e.g., teamwork) LESSON PROCEDURE Step 1: Explain that peer review is the process of sharing one's writing with and receiving feedback from fellow students. Peer review helps you to become a better reader, writer, and collaborator. The peer review process will also help you to develop your evaluation skills. Play video: What it Means to be a Peer Reviewer by Odyssey Learning Project (~3 min) Step 2: Break students into peer review groups of four. Each student will make and give copies of their essay to the three other students in their group. Each student will be responsible for reading their classmates’ writing and writing a one-page peer review letter, for each classmate, in advance of the peer review workshop. Peer review guidelines are on the worksheet. Step 3: Spend one class period on peer review. Each student’s writing should have 15 minutes of discussion in the peer review groups. Step 4: Students should read all their letters and revise their writing. Students should submit the first draft, all peer review letters, and the second draft to the teacher for feedback. Step 5: Students should read teacher feedback, complete a final revision, and submit the revision—along with all previous drafts and peer review letters—to the teacher for a final grade. GRADE 6 UNIT 2 WORKSHEET 4: PEER REVIEW OF ESSAYS ABOUT GRIT AND AGENCY Vocabulary Agency: The force of your free will guided by moral discernment. Grit: I keep trying to reach my goals even when it is hard. I don’t give up. PEER REVIEW LETTER GUIDELINES: Write a one-page letter for each member of your group. Provide feedback as though you were speaking to the writer or presenter directly. Be kind! In the first paragraph, explain what you see as the writer’s goals for the piece. In the second paragraph, explain what you think the writer did well. In the third paragraph, explain what you think the writer can improve.